Students’ Perception of Physical Education Component of Basic Science and Technology Curriculum in Junior Secondary Schools in Edo State, Nigeria
Abstract
This study investigated students’ perception of the physical education (PE) component of the Basic Science and Technology (BST) curriculum in junior secondary schools in Edo State, Nigeria. Descriptive survey research design was adopted. The population of the study comprised 109,383 respondents across public junior secondary schools in Edo State. A sample of 900 students from the eighteen local areas in Edo State were selected through a simple random sampling technique. Data collected were analysed using descriptive statistics of frequency count, percentage, mean, and standard deviation. Findings revealed that students generally hold positive perceptions of PE, recognising its importance for fitness, skill development, and social interaction. However, some misconceptions and challenges persist, particularly relating to time allocation, inadequate facilities, and teacher shortages in some schools. The study concluded that although students’ perception of PE is favourable, systemic issues in implementation hinder its optimal delivery. It was recommended that more resources, trained personnel, and adequate time allocation be provided to strengthen the visibility and impact of PE within the BST curriculum.
Keywords: Students’ perception, physical education component, Basic Science and Technology, junior secondary schools
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